五年级英语的语篇教学.docVIP

五年级英语的语篇教学 研究背景 小学五年级英语不再是之前的简短对话和句子，而是完整的语篇。其中包含围绕某个重要知识点的长对话、小场景以及小故事等。关于语篇教学，应当遵从总——分——总的教学方式，即采用整体思想了解、分段学习和整篇理解的教学模式，让学生从文章整体性方向领悟文章内容。 教学实例 以五年级上册M3U3《The toothless tiger》为例。 Pre-task preparation Introduce the title of the story ‘The toothless tiger’. Show two pictures of the tiger . In one picture the tiger has many sharp teeth. In the other picture the tiger has no teeth. Ask the students to say the difference between the two pictures and answer some questions. T: Look at picture one. What can you see in the tiger’s mouth? Ss: Many sharp teeth. T: Look at picture two. Does the tiger have any teeth? Ss: No,he doesn’t. T: How does the tiger feel? Ss: He’s sad. T: Yes. He’s sad because he’s a toothless tiger. While-task procedures 1、Show the four pictures of the story and have the students observe them and answer some questions. T: Look at the pictures, what can you see in it? Ss: A tiger and some other animals. T: Yes, it’s a large and strong tiger. And the other animals are scared. 2、 Have the students listen the recording and ask some questions. T: Why does the tiger have a toothache? S1: Because the tiger eats too many sweets. Explain the meaning of the new words and phrases to the students. 3、Show the sentences at random in the PPT. Ask the students to number them according to the story. 4、 Have the students work in pairs. Tell them that the tiger goes to see the dentist and gets some advice from the dentist. Have them make a dialogue between the tiger and the dentist. Encourage them to use the patterns they have learnt. Post-task activities Have the students make masks for the characters in the story and then put on the masks to act as the characters and introduce themselves. Then have the students role-play the story in groups. 课后反思 课后我觉得在教学过程中课堂气氛还是稍显沉闷，学生的积极性还没被完全调动起来，学生语言使用还太少。在反思了整堂课后，我觉得出现这种现象的原因是因为我没有很好的把握好教材。教材中故事文本的形式是对话形式，编者的用意就是希望学生通过说一说、演一演，去带领学生感知故事情感，在扮演的过程中运用语言。所以如果在整堂课中以课本剧形式进行穿插，加大课堂表演的比重，整堂课的气氛将会更活跃。同时，如果在课中补充狐狸看病的内容，并要求学生扮成狐狸和老虎（即牙医和病人）